教學(xué)設(shè)計(jì) (8)

1、教學(xué)設(shè)計(jì)新目標(biāo)九年級(jí)英語Unit9 I like music that I can dance to.第五課時(shí)教學(xué)設(shè)計(jì) 教材分析本節(jié)課為閱讀課。2a的讀前活動(dòng)從學(xué)生已有的認(rèn)知出發(fā)，讓學(xué)生嘗試用自己的語言談?wù)撝袊臉菲骷跋嚓P(guān)名曲，為閱讀活動(dòng)做準(zhǔn)備。2b要求學(xué)生閱讀文章并找出文中的關(guān)鍵信息。2c讓學(xué)生關(guān)注細(xì)節(jié)，通過填寫表格，列出支撐作者觀點(diǎn)的細(xì)節(jié)信息。2d則要求學(xué)生在理解的基礎(chǔ)上運(yùn)用所學(xué)目標(biāo)結(jié)構(gòu)將與文章相關(guān)的一段細(xì)節(jié)描寫補(bǔ)充完整。2e是一個(gè)開放性的對話活動(dòng)，要求學(xué)生在理解閱讀材料的基礎(chǔ)上運(yùn)用所學(xué)語言進(jìn)行對話。學(xué)情分析 九年級(jí)的學(xué)生雖然對二胡及阿炳有一定的了解，但卻不夠細(xì)致。還有很多同學(xué)對阿炳知之甚

2、少，所以教師需要向?qū)W生介紹一些民族音樂方面的知識(shí)。同時(shí)教師可以讓學(xué)生了解比較有典型代表性的西洋音樂，形成跨文化意識(shí)。教學(xué)目標(biāo)1. 學(xué)生能正確朗讀和拼寫一下單詞及短語：sense,sadness,pain,reflect,moving,perform,lifetime,pity,in total,master,praise,retell,wound,painful。2. 學(xué)生能根據(jù)上下文語境理解文中的定語從句。3. 學(xué)生能根據(jù)課文所設(shè)任務(wù)了解阿炳及阿炳的音樂。4. 學(xué)生能展開思維，談?wù)撟约核私獾拿褡逡魳芳拔餮笠魳?。教學(xué)重點(diǎn)1.掌握本課時(shí)出現(xiàn)的生詞及用法。2. 閱讀短文，獲得相關(guān)信息，提高學(xué)生們

3、的綜合閱讀能力。教學(xué)難點(diǎn)閱讀2b部分的短文并完成相關(guān)要求。課時(shí)安排1課時(shí)教學(xué)準(zhǔn)備二胡曲二泉映月，古箏曲高山流水，葫蘆絲曲月光下的鳳尾竹，課件，導(dǎo)學(xué)案。教學(xué)方法情景交際法，多媒體輔助教學(xué)，任務(wù)型教學(xué)法，自主學(xué)習(xí)與合作學(xué)習(xí)相結(jié)合。教學(xué)過程1、 新課導(dǎo)入 Students listen to different kinds of famous music that are played on different instruments.Guess what instruments they are.(設(shè)計(jì)意圖：學(xué)生通過聽各種樂器彈奏出的名曲，可以拓展視野，了解民族的及世界的音樂。最后教師播放阿炳的二

4、泉映月，很自然的導(dǎo)入新課。）二新知呈現(xiàn)Let students look at the title and the picture of the passage,predicting the answers to the three questions in 2b.Then discuss the questions with partners.(設(shè)計(jì)意圖：培養(yǎng)學(xué)生根據(jù)文章題目及圖片預(yù)測文本的能力。)3、 新知學(xué)習(xí)Step1.While reading Students read the whole passage quickly and check whether their predict

5、ions are right or not.Then check the answers with the teacher.Step2 Students read the passage again and fill in the chart in 2c.Follow the teachers example to find the details of each paragraph.Then talk about answers with partners.Step3Reading strategy:Nothing support details Check the answers with

6、 the teacher.Step4 Let the students read the whole passage aloud.Then finish 2d.Check the answers with partners.(設(shè)計(jì)意圖：通過快速閱讀，讓學(xué)生了解文本是一篇關(guān)于音樂介紹及評(píng)價(jià)的文章，并總結(jié)出每段的大意。然后吸毒課文，從文中找出支撐這些大意的細(xì)節(jié)。最后通過概括本文的一段文字讓學(xué)生準(zhǔn)確的確定定語從句的引導(dǎo)詞。通過如此反復(fù)閱讀，學(xué)生既対整篇文章有了準(zhǔn)確而細(xì)致地了解，又逐步掌握nothing supporting details的閱讀策略和定語從句的關(guān)鍵詞。)拓展提升Step5:Post-

7、readingSuppose one student is an interviewer,and the other students know Abing and his music very well.Make an interview.A:Good morning,sir.May I ask you some questions? B:Sure.A:When was Abing born? B:He was born in 1893.A:What kind of musical instruments did Abing play?B:He could play many instrum

8、ents,but he is famous for playing the erhu.A:. B:.(設(shè)計(jì)意圖：了解了阿炳后，讓學(xué)生根據(jù)自己已有的知識(shí)經(jīng)驗(yàn)進(jìn)行討論并拓展。依靠集體的力量加深對民族音樂的了解。同時(shí)教師可以引導(dǎo)學(xué)生適當(dāng)了解西洋音樂，培養(yǎng)學(xué)生的跨文化意識(shí)。）重點(diǎn)突破 Ask students to underline the sentences with“that”,“which”and“who”，and try to translate them into Chinese.(設(shè)計(jì)意圖：讓學(xué)生在語境中感知定語從句的用法和意義。教師講解which,that,who的基本用法。）課堂小結(jié)

9、 本課主要介紹了中國的民族樂器二胡及音樂人阿炳。同時(shí)在閱讀的過程中，要注意從文中尋找支撐每段大意的細(xì)節(jié)信息。在用具體的信息描寫事物時(shí)，注意在定語從句中使用恰當(dāng)?shù)年P(guān)系詞。課后作業(yè)1. 課后閱讀短文，試著復(fù)述這個(gè)故事。2. Write a passage about Abing and his Erquan Yingyue. 板書設(shè)計(jì) Unit 9 I like music that I can dance to. Section B (2a-2e)1.sadness n. 悲哀 ness是個(gè)名詞后綴，一些形容詞后加ness可變成名詞，如：happyhappiness kind-kindness2

10、. pain n. 疼痛，努力 e.g. He has pains in the arm. 他手臂痛。 painful adj. 痛苦的；疼痛的；令人不快的教學(xué)反思1. The teaching methods are very interesting.Students can finish the teaching tasks easily.And at the same time,they can find the happiness while they are learning.Besides,most students can take an active part in the c

11、lass activities.Finally,students can finish some difficult tasks in groups.The group members get on well with each other.2. However, there are also some problems in this class.Because the passage is too long and a little difficult,some students cant understand the whole passage completely.Besides,so

12、me students are afraid to speak English in class,so they are not confident enough to take part in the class activities.Finally,some students cant use “who”,”which”,”that”correctly.3. In view of the problems I have mentioned above,I will try my best to make my class colorful.Next,I will try to encourage the students who arent confi